The 7 Habits of Highly Effective Parent Partners Tracy Gershwin Mueller, PhD., BCBA-D University of Northern Colorado

1. Present 7 effective parent partnership strategies GOALS 1. Present 7 effective parent partnership strategies Emphasis on Facilitated IEP Process 2. Present IEP Do’s and Dont’s 3. Discuss and provide supportive tools for parents and professionals

What is the Difference Between Collaboration & Conflict? Mutual goals; parity; shared responsibility for key decisions; shared accountability for outcomes; shared resources; and the development of trust, respect, and a sense of community. (Cook & Friend, 2010) The interaction of interdependent people who perceive incompatible goals and interference from each other in achieving these goals (Folger, Poole, & Stutman, 2000). Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1-8.

7 Habits of Highly Effective Parent Partners Become a chocolate chip cookie Get to know your students’ families Take the time to meet with families Use facilitated IEP strategies Partner parents with other parents Be a resource Understand perspectives

Habit # 1: Become a Chocolate Chip Cookie

Habit #2: Get to Know Your Students’ Families

Habit #3: Take the Time to Meet with Families

Habit # 4: Use Facilitated IEP Strategies

REALITY CHECK

The IEP Process: What’s Involved in Developing A Child’s Individualized Education Program (IEP)? The IEP Meeting The IEP Document

Why Apples and Oranges? Content v.s Process 90% of IEP conflict issues are process related NOT content problems Content (WHAT) Process (HOW)

What Does This Mean? 5 Elements of a Successful IEP Meeting Shared Responsibility Collaborative Attitude Strategic Planning Facilitative Behaviors 5. Having the right people in the room

The IEP Team Student IEP Team Special Education Teacher or Provider (As Appropriate) A person who can interpret Evaluation results Regular Education Teacher Student IEP Team Others with knowledge or special expertise about the child School System Representative Transition Services Agency Parents

FACILITATION CONTINUUM

10 Steps to Reach IEP Success: Before, During, & After Pre-Plan Set an Agenda Establish and USE Meeting Norms Start with Outcomes Share Strengths/Areas of Need Create a Supportive Environment Practice effective communication to empower everyone (gain consensus) Use a Parking Lot Action Plan Allow time for reflection

Parents: Before the IEP Meeting Know your rights as a parent regarding special education. Obtain a copy of the State and Federal Rules and Regulations on Special Education. Review your child’s records. Prepare a written statement of your input for the IEP meeting. Invite others to attend who will be helpful.

Parents: Before the IEP Meeting Prepare your IEP organizer. Give the school a copy of: Individual assessments Documents such as formal reports and work samples from others Names and titles of people attending Notice of intent to record the IEP if desired

Professionals: Before the IEP Meeting Connect with family before the actual IEP meeting: Have accurate present levels and baseline information ready to share Gain input about the child’s academic, behavioral, and social growth Collaboratively discuss focus for the meeting Send draft IEP home prior to meeting (if appropriate)

Parents & Professionals: Before the IEP Meeting Confirm the date, time frame and location Share any information needed for discussion (e.g., draft IEP, assessment results, medication information, upcoming schedule changes, etc.). Draft the IEP agenda

Before the Meeting: Create a Supportive Environment Arrange tables/chairs so everyone is comfortable Avoid power physical imbalances Handle any emails/phone calls earlier Establish time allotted for the meeting Have water, tissues, pens, and paper available Be prepared for distractions

Before the Meeting: Why Prepare Agendas? Meeting agendas allow participants to: Prepare information, materials and thoughts Consider who needs to attend and what information needs to be gathered Ensure that concerns are addressed Know at what point those issues will be addressed Stay on track

During the IEP Meeting: A Model to Remember NEEDS GOALS SERVICES PLACEMENT

During the IEP Meeting Follow the agenda Use Meeting Norms/Ground Rules (example provided) Use parking lot for off-topic issues, or concerns that need to be addressed further Allow time for discussion Gain Consensus before moving on

Why Meeting Norms?

During the Meeting: Use Focused Introductions It is much more than your job title Non-example: I’m Tracy Mueller, the behavior specialist Example: I’m Tracy Mueller. My role here is to talk with the team about Sara’s behavioral skills and to help create a supportive plan to address her needs.

During the IEP Meeting: Ten Common Assumptions Professionals Make Mistaking silence for agreement and understanding Sharing information verbally without visual support Responding without taking the time to process what was shared Talking directly to the mother only Failure to provide opportunities for parents to share during discussion

During the IEP Meeting: Ten Common Assumptions Professionals Make Turning the IEP meeting into an adult read aloud Using deficit-based or age norming language Failure to walk into meeting with the parents Speaking in acronym Forgetting about the “I” in Individualized

During the Meeting: Start the Meeting With Outcomes Always begin with the end in mind Example: By the end of the meeting we will have: An understanding of Sarah’s present levels of performance Agreement on placement and services

During the Meeting: Everyone Share Strengths/Needs Start with each team member discussing student strengths Move onto discussing needs The areas of need should be directly aligned with IEP goals by the end of the meeting

During the Meeting: Use a Parking Lot Locate a space for off-topic issues Validate off-topic issues Save time to address those issues later

During the Meeting: It's all about COMMUNICATION Allow equal time for everyone Prior to moving on ask each team member if he or she has anything else to add Provide each team member with a role Be aware of others perspectives Monitor all participation Eliminate dominating the discussion Encourage questions

During the Meeting: IEP Meeting DO’s

DO: Focus on the Child

DO: Be Mindful

DO: Respect Other Opinions

DO: Include all IEP Members

DO: Ask Questions in a Fair and Direct Way

DO: Organize the Paperwork As Much As Possible

DO: Be Optimistic

DO: Recognize When it is Time to Break/Stop and Schedule Another Meeting

DO: Remain in Control of Your Emotions

DO: Explore Ways of Reaching Agreement (when disagreement occurs)

During the Meeting: DON’T’S

DON’T: Wait for Someone Else to Ask/Answer What You Are Thinking

DON’T: Interrupt

DON’T: Threaten

DON’T: Come Unprepared

Other Don’t’s Don’t accuse Don’t make personal attacks Don’t raise your voice Don’t question another‘s motives

After the Meeting: Plan for the Identify ongoing communications Schedule any follow-up meetings (if needed) Share upcoming expectations Review Action plan Plan for the future and work toward student facilitated IEP meetings Breathe

After the Meeting: Recover

Habit # 5: Partner Parents with Other Parents

Habit #6: Be A Resource Weekly newsletter Share your favorite websites Provide articles or resources Hold monthly trainings/meetings

75 % of language is non-verbal

Habit #7: Understand Perspectives & Perception

How Does Culture Fit Into This? Value Glasses

Let’s Look Deeper Into the Behaviors What is Beyond the Layers? Let’s Look Deeper Into the Behaviors

Contact Information: Tracy Mueller tracy.mueller@unco.edu

Questions?